School of Social Work BSW Practicum Handbook 2021-2022
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School of Social Work
BSW Practicum Handbook
2021-2022TABLE OF CONTENTS Foreword 4 BSW Program 6 Mission, Goals, Competencies and Practice Behaviors 7 Description of BSW Courses 8 Field Practicum Description 10 Practicum Seminar Class 11 Administrative Requirements of Program 11 Credit for Life Experience 11 Hours 11 Learning Agreement 11 Supervision 12 Student Assessment/Evaluation 12 Field Instructor Grade 13 Termination from Practicum 13 Policies and Procedures for Field Practicum 15 Criteria for Selection of Practicum Students 15 Hourly Field Practicum Requirement 15 Criteria for Selection of Practicum Agency 16 Criteria for Selection of Field Instructors 16 Policy for Practicum at Place of Employment 17 Problem Resolution Process 18 Method of Evaluation 18 Learning Resources 19 Field Practicum Roles 20 Responsibilities of BSW Field Coordinator 20 Responsibilities of the BSW Student 20 Responsibilities of Field Instructor 21 Responsibilities of Seminar Practicum Instructor 22 Hawaii Pacific University and School of Social Work Policies 24 Non-Discrimination Notice 24 Students with Disabilities 24 Sexual Harassment 24 Professional Liability 25 Safety and Security of Students in the Field 25 Student Safety Policies 25 Student Safety Procedures 25 Criminal Background Information 26 Appendices A. Practicum Information Form 28
B. Proposal to Complete Field Instruction at Student Place of Employment C. Monthly Hours Reporting Form D. Midterm Site Visit Evaluation E. Request to Terminate Practicum F. NASW Code of Ethics
FOREWORD
The manual is prepared as a guide for social work field practicum. The objectives of the manual are to:
1. Orient students and field instructors to the structure and mechanics of field practicums
2. Outline the policies and procedures which govern field practicums and the role of the field
instructor, field coordinator, practicum instructor and student
3. Explain the responsibilities and expectations designed to provide an educationally oriented field
experience for social work students.
Throughout this manual, numerous forms are referenced. For your convenience practicum-related forms can be
downloaded from Social Work website under either Agency Resources for Practicum Supervisors or Student
Resources for Students at https://hpu.edu/chs/social-work/index.html
5PROGRAM MISSION, GOALS, COMPETENCIES AND PRACTICE BEHAVIORS
MISSION
The mission of HPU’s BSW Program is to prepare undergraduate students in the art and science of social work
through competent, effective generalist practice to achieve social justice and honor the dignity of all peoples.
HPU’s social work students should unashamedly want to “make the world a better place” through caring,
professional practice aimed at helping all people to meet their needs and secure their rights in the ever-changing
local, national, and global environment.
BSW Program Goals, Core Competencies (CC) and Practice Behaviors (PBs)
The Social Work Generalist Intervention Model is the basic approach for the BSW degree and it embodies
content central to a common knowledge base, values, and skills of social work practice. Students develop entry-
level skills to understand, assess, and intervene effectively at the individual, family, group, organizational, and
community levels. It implies an understanding of self and one’s impact on client systems. It requires openness,
understanding, and skills in working with diverse groups of people. Generalist practice is built on a liberal arts
foundation.
BSW Program Goals
1. To develop students’ competence in use of the generalist problem-solving model with client systems of all
sizes.
2. To prepare graduates who practice competently with diverse populations.
3. To prepare graduates who understand the social and policy contexts of social work practice at micro, mezzo
and macro levels, including the changing nature of those contexts.
4. To promote the values and ethics of professional social work, social and economic justice and human rights
in the program and in students’ practice.
5. To develop in students an appropriate foundation for and valuing of lifelong learning which is built on
research informed practice and practice informed research.
Organization of Practicum
The Council on Social Work Education (CSWE) refers to field education as the “signature pedagogy” in social
work education (Educational Policy 2.3). The practicum provides students the opportunity to draw upon the
theories and practice skills they learn in the classroom and apply them to the practice setting. By demonstrating
specific practice behaviors (PBs), students are challenged to master the 10 core competencies (CC) outlined by
the CSWE in achieving the BSW programmatic goals.
6BSW Competencies and Practice Behaviors
Competency 1: Student demonstrates ethical and professional behavior.
Social workers understand the value base of the profession and its ethical standards, as well as relevant
laws and regulations that may impact practice at the micro, mezzo, and macro levels. Social workers
understand frameworks of ethical decision-making and how to apply principles of critical thinking to those
frameworks in practice, research, and policy arenas. Social workers recognize personal values and the
distinction between personal and professional values. They also understand how their personal experiences
and affective reactions influence their professional judgment and behavior. Social workers understand the
profession’s history, its mission, and the roles and responsibilities of the profession. Social Workers also
understand the role of other professions when engaged in inter-professional teams. Social workers
recognize the importance of life-long learning and are committed to continually updating their skills to
ensure they are relevant and effective. Social workers also understand emerging forms of technology and
the ethical use of technology in social work practice.
• Student makes ethical decisions by applying the standards of the NASW Code of Ethics,
relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of
ethics as appropriate to context.
• Student uses reflection and self-regulation to manage personal values and maintain professionalism in practice
situations.
• Student demonstrates professional demeanor in behavior; appearance; and oral, written, and electronic communication.
• Student uses technology ethically and appropriately to facilitate practice outcomes.
• Student uses supervision and consultation to guide professional judgment and behavior.
Competency 2: Student engages diversity and difference in practice.
Social workers understand how diversity and difference characterize and shape the human experience and are
critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple
factors including but not limited to age, class, color, culture, disability and ability, ethnicity, gender, gender identity
and expression, immigration status, marital status, political ideology, race, religion/spirituality, sex, sexual
orientation, and tribal sovereign status. Social workers understand that, as a consequence of difference, a person’s
life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and
acclaim. Social workers also understand the forms and mechanisms of oppression and discrimination and
recognize the extent to which a culture’s structures and values, including social, economic, political, and cultural
exclusions, may oppress, marginalize, alienate, or create privilege and power.
• Student applies and communicates understanding of the importance of diversity and difference in shaping life experiences
in practice at the micro, mezzo, and macro levels.
• Student presents themselves as learners and engages clients and constituencies as experts of their own experiences.
• Student applies self-awareness and self-regulation to manage the influence of personal biases and values in working with
diverse clients and constituencies.
Competency 3: Student advances human rights, social, economic, & environmental justice.
Social workers understand that every person regardless of position in society has fundamental human
rights such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social
workers understand the global interconnections of oppression and human rights violations, and are
knowledgeable about theories of human need and social justice and strategies to promote social and
economic justice and human rights. Social workers understand strategies designed to eliminate oppressive
structural barriers to ensure that social goods, rights, and responsibilities are distributed equitably and that
civil, political, environmental, economic, social, and cultural human rights are protected.
• Student applies their understanding of social, economic, and environmental justice to advocate for human rights at the
individual and system levels.
• Student engages in practices that advance social, economic, and environmental justice.
Competency 4: Student engages in practice-informed research & research-informed practice.
7Social workers understand quantitative and qualitative research methods and their respective roles in advancing a
science of social work and in evaluating their practice. Social workers know the principles of logic, scientific
inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that
evidence that informs practice derives from multi-disciplinary sources and multiple ways of knowing. They also
understand the processes for translating research findings into effective practice.
• Student uses practice experience and theory to inform scientific inquiry and research.
• Student applies critical thinking to engage in analysis of quantitative and qualitative research methods and research
findings.
• Student uses and translates research evidence to inform and improve practice, policy, and service delivery.
Competency 5: Student engages in policy practice.
Social workers understand that human rights and social justice, as well as social welfare and services, are
mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the
history and current structures of social policies and services, the role of policy in service delivery, and the role of
practice in policy development. Social workers understand their role in policy development and implementation
within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to
effect change within those settings. Social workers recognize and understand the historical, social, cultural,
economic, organizational, environmental, and global influences that affect social policy. They are also
knowledgeable about policy formulation, analysis, implementation, and evaluation.
• Student identifies social policy at the local, state, and federal level that impacts well- being, service delivery, and access
to social services.
• Student assesses how social welfare and economic policies impact the delivery of and access to social services.
• Student applies critical thinking to analyze, formulate, and advocate for policies that advance human rights and social,
economic, and environmental justice.
Competency 6: Student engages with individuals, families, groups, organizations, and communities.
Social workers understand that engagement is an ongoing component of the dynamic and interactive
process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations,
and communities. Social workers value the importance of human relationships. Social workers understand
theories of human behavior and the social environment, and critically evaluate and apply this knowledge
to facilitate engagement with clients and constituencies, including individuals, families, groups,
organizations, and communities. Social workers understand strategies to engage diverse clients and
constituencies to advance practice effectiveness. Social workers value principles of relationship-building
and inter-professional collaboration to facilitate engagement with clients, constituencies, and other
professionals as appropriate
• Student applies knowledge of human behavior and the social environment, person-in- environment, and other
multidisciplinary theoretical frameworks to engage with clients and constituencies.
• Student uses empathy, reflection, and interpersonal skills to engage effectively with diverse clients and constituencies.
Competency 7: Student assesses individuals, families, groups, organizations, and communities.
Social workers understand that assessment is an ongoing component of the dynamic and interactive
process of social work practice with, and on behalf of, diverse individuals, families, groups,
organizations, and communities. Social workers understand theories of human behavior and the
social environment, and critically evaluate and apply this knowledge in the assessment of diverse
clients and constituencies, including individuals, families, groups, organizations, and communities.
Social workers understand methods of assessment with diverse clients and constituencies to advance
practice effectiveness. Social workers recognize the implications of the larger practice context in the
assessment process and value the importance of inter-professional collaboration in this process.
Social workers understand how their personal experiences and affective reactions may affect their
assessment and decision-making.
• Student collects and organizes data and applies critical thinking to interpret information from clients and constituencies.
• Student applies knowledge of human behavior and the social environment, person-in- environment, and other
8multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies.
• Student develops mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs,
and challenges within clients and constituencies.
• Student selects appropriate intervention strategies based on the assessment, research knowledge, and values and
preferences of clients and constituencies.
Competency 8: Student intervenes with individuals, families, groups, organizations, and communities.
Social workers understand that intervention is an ongoing component of the dynamic and interactive process of
social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and
communities. Social workers are knowledgeable about evidence-informed interventions to achieve the goals of
clients and constituencies, including individuals, families, groups, organizations, and communities. Social
workers understand theories of human behavior and the social environment, and critically evaluate and apply this
knowledge to effectively intervene with clients and constituencies. Social workers understand methods of
identifying, analyzing and implementing evidence-informed interventions to achieve client and constituency
goals. Social workers value the importance of interprofessional teamwork and communication in interventions,
recognizing that beneficial outcomes may require interdisciplinary, interprofessional, and inter-organizational
collaboration.
• Student critically chooses and implements interventions to achieve practice goals and enhance capacities of clients and
constituencies.
• Student applies knowledge of human behavior and the social environment, person-in- environment, and other
multidisciplinary theoretical frameworks in interventions with clients and constituencies.
• Student uses inter-professional collaboration as appropriate to achieve beneficial practice outcomes.
• Student negotiates, mediates, advocates with and on behalf of diverse clients/constituencies.
• Student facilitates effective transitions and endings that advance mutually agreed-on goals.
Competency 9: Student evaluates practice with individuals, families, groups, organizations, and communities.
Social workers understand that evaluation is an ongoing component of the dynamic and interactive process of
social work practice with, and on behalf of, diverse individuals, families, groups, organizations and
communities. Social workers recognize the importance of evaluating processes and outcomes to advance
practice, policy, and service delivery effectiveness. Social workers understand theories of human behavior and
the social environment, and critically evaluate and apply this knowledge in evaluating outcomes. Social
workers understand qualitative and quantitative methods for evaluating outcomes and practice effectiveness.
• Student selects and uses appropriate methods for evaluation of outcomes.
• Students applies knowledge of human behavior and the social environment, person-in- environment, and other
multidisciplinary theoretical frameworks in the evaluation of outcomes.
• Student critically analyzes, monitors, and evaluates intervention and program processes and outcomes.
• Student applies evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels.
BSW Curriculum Description
The BSW Program at Hawai’i Pacific University defines generalist practice as
The application of social work knowledge, skills, and values to a variety of settings, population
groups, and problem areas. Generalist practitioners can be flexible, eclectic, and pragmatic in
their approach to situations needing social work intervention. They recognize the inter-
relatedness of individual problems, life conditions, social institutions, and social problems.
9Because of this understanding, generalist practitioners are able to analyze situations, recognize
the potential for change, and apply the generalist problem-solving method appropriately at the
micro- mezzo-, and macro-levels.
SWRK 1010: Social Sustainability, Social Entrepreneurship, and Social Work
This course serves as an introduction to the profession of social work through the lens of social sustainability
and entrepreneurship. Socially sustainable communities have systems, structures, and relationships that are
equitable, diverse, connected and democratic, providing quality of life to current and future generations.
Social entrepreneurs are leaders seeking to find innovative solutions to social problems. Social work is one of
many professions that function as social entrepreneurs in their work with systems of all sizes. Students
demonstrate the characteristics of social entrepreneurship by developing innovative strategies to sustainably
meet social problems.
SWRK 3000: Generalist Social Work Practice
An orientation to the principles and overview of the problem-solving process of generalist social work practice
(intake, engagement, data collection, assessment, planning, contracting, intervention, evaluation, termination,
follow-up).
SWRK 3003: Human Behavior in the Social Environment I
This course employs theories models and perspectives to understand individuals, families, and their
interpersonal and group relationships, life span development, and well-being, stress, coping and adaption.
This course will emphasize knowledge about individuals and small social systems and the implications of this
knowledge for all domains of social work practice. The knowledge presented will include the
interrelationships between smaller and larger social systems, and in particular, how biological factors and the
larger social and physical environments shape and influence individual and family well-being.
SWRK 3005: Human Behavior in the Social Environment II
This course examines theory and research knowledge about political, economic, and societal structures and
process related to communities, groups, and organizations within contemporary society. Consideration is
given to ways in which these social systems have significant social, political, economic, and psychological
impacts on the functioning of individuals, families, and social groups. The course provides a framework for
understanding the influences of medium to large social systems on individuals, families, and groups with whom
social workers practice. There is a focus on oppression, discrimination, prejudice and privilege and their
relationship to social and economic justice for populations served by social workers.
SWRK 3010: Social Work with Individuals
A closer examination of the social work skills and methods with individuals including diverse/special
populations.
SWRK 3300: Writing and Research in Social Work
This course focuses attention on two essential skills of social work: (1) clear, correct and
professionally/legally sound documentation, and (2) integrating the results of social science research into
professional practice/practice evaluation.
SWRK 3570: American Social Welfare Policy
1This course involves an exploration of the development of social welfare programs. It includes content about
the history of social work, the history and current structure of social welfare services and the role of policy in
service delivery, social work practice, and the attainment of individual and social well-being. Students will
understand and demonstrate social policy skills in regard to economic, political, and organizational systems.
SWRK 3700: Special Topics in Social Work
This is a special topics seminar in social work in which students participate in class discussions and give oral
presentations on contemporary social work issues. Course content will vary as set forth in the syllabus.
SWRK 3900: Practice in the Profession
This course focuses on the development and integration of the knowledge, values, and skills needed for
successful fourth year practicum experience in social work.
SWRK 4000: Social Work Practice with Groups and Families
A closer examination of the social work skills and methods with families and groups, including diverse/ special
populations.
SWRK 4010: Social Work Practice with Organizations and Communities
A closer examination of the social work skills and methods with organizations and communities, with special
attention to evaluation.
SWRK 4900: Social Work Practicum I
Students apply and integrate classroom theory in social agencies under close supervision.
SWRK 4910: Social Work Practicum II
Students apply and integrate classroom theory in social agencies under close supervision.
SWRK 4960: Social Work Capstone
The social work capstone is intended to provide senior social work students with an opportunity to integrate and
apply previous learning (academic and field) through the creation and implementation of a project at their
practicum agency in order to demonstrate mastery of the knowledge, skills, ethics, and values necessary for
evidence-based generalist social work practice.
Field Education
As defined by the Council on Social Work Education: Field education is an integral component of social
work education anchored in the mission, goals and educational levels of the program. It occurs in settings
that reinforce student’s identification with the purposes, values and ethics of the profession; fosters the
integration of empirical goal and practice-based knowledge; and promotes the development of professional
competence. Field education is systematically designed, supervised, coordinated and evaluated on the basis of
criteria by which students demonstrate the achievement of competencies and practice behaviors.
Field practicum provides an opportunity for the student to apply the general knowledge of theories and
principles presented in the classroom to problems and challenges in the field. The field experience allows the
student to try on and develop the role of professional social worker. The field instructor serves as a mentor, role
model and a source of feedback to the student regarding the student’s performance and professional growth.
Therefore the purpose of the field practicum is summed up in three words - integration, application and
socialization. The student integrates what has been learned, applies that knowledge in specific practice
10situations and in the process, develops an identity as an emerging, professional social worker.
Field practicum gives students the opportunity to connect theory with practice (integration of empirical and
practice-based knowledge), experience situations that focus attention on the use of social work values and
ethics, and encourages identification with the purposes and functions of the profession. Taken together, the field
practicum experiences provide a rich basis for enhancement of our program educational goals and for helping
students to develop a sense of competency and fulfillment as social work professionals. However, it is the full
integration of the field experiences and the rest the curriculum that completes the educational process. One
without the other is not sufficient to achieve program goals or to develop full professional competencies.
Field practicum settings in the first semester offer a shadowing experience with individuals and families,
groups, and communities. During the second year, students remain in the same setting and will learn to apply
generalist approach to their assessment and interventions. Field practicum over the three semesters will be
expected to support the goals articulated by the program.
Practicum Seminar Class
Practicum instruction provides the opportunity for the student to engage in selected and organized activities,
with or on behalf of clients, and then apply the general social work skills, knowledge and values learned in the
classroom. The practicum courses SWRK 3900, 4900 and 4910 allow students to observe and practice the
generalist perspective they learned in the classroom with systems of all sizes. The practicum unites and
reinforces their learning. The practicum courses also include regular on-campus practice seminars. These are an
integral part of student learning and HPU’s supervision of the learning environment in which the students are
placed.
Collaboration between the agency and the BSW program is necessary to ensure integration of learning in
concurrent field and class. Administrators, field instructors, practicum instructors, students need to share in
those activities to enhance the quality of the total education program.
ADMINISTRATIVE REQUIREMENTS OF THE BSW PRACTICUM PROGRAM
Each student completes and submits the Field Practicum Student Information form to the School of Social
Work Field Coordinator, to ensure adequate time to secure a practicum placement for the academic year. The
link is available on the HPU BSW Program web page.
Prior to placement, students need to be aware that a student who does not accept placement at two field
agencies, which, in the judgment of the Field Coordinator, would be appropriate and who does not withdraw
from the course, will be deemed to have failed the Practicum course.
Credit for Life Experience
The Hawaii Pacific University School of Social Work does not grant credit for either life experience or work
experience in lieu of social work practicum.
Hours
The BSW practicum consists of 12 semester credits of field practicum divided into three semesters of study for
students in their junior –spring semester and senior- fall and spring -years. Their senior year consists of 225
hours in the fall and 225 hours in the spring semester, for a total of 550 hours over three semesters.
Hours are reported on Monthly Hours Reporting Form (Appendix C).
12In order for the student to get as much from their practicum experience, they will remain in the same agency
throughout the three semesters unless there are special circumstances which prohibit this from occurring.
Learning Agreement
The learning agreement serves several purposes for social work students:
• Provide the school, the student and the agency with a clear, concise, written statement of the learning
and performance expectations and obligation for the semester’s practicum experience. These
expectations and obligations are major component of the student’s evaluation and grade.
• The learning contract provides accountability and minimizes misunderstanding and miscommunication
between the student the practicum instructor and field instructor.
• It protects the student by ensuring the educational focus of the practicum experience. Furthermore it
protects the agency by clarifying the work expectations for the student.
• The development and use of the learning agreement provides the student with experience in the use and
evaluation of contracts.
The learning agreement reflects an operational version of the HPU Social Work BSW’s overall competencies
and practice behaviors. The next step is to formalize activities timelines and strategies to achieve the agreed
upon competencies and practice behaviors. The final step is to show in concrete terms, outcomes and products
for the competencies and practice behaviors.
The formal supervision sessions provide the opportunity to monitor and evaluate progress with the learning
agreement. The learning agreement may need to be renegotiated or altered during the two semesters. It should
be considered a dynamic and living document.
The student, agency field instructor and practicum instructor sign the completed learning agreement. The
learning agreement needs to be signed by all involved parties whenever important changes are made. The
learning agreement should be completed and copies provided to each of the three involved parties within the
first four weeks of the semester.
Review of Steps to Completion of Learning Agreement:
1. Student learns how to complete the learning agreement in SWRK 3900/4900/4910.
2. Student, in consultation with agency field instructor, drafts a learning agreement.
3. The SWRK 4900/4910 practicum instructor reviews the learning agreement and necessary suggestions for
revisions are made. Once revisions are complete, the student, the field instructor and their SWRK
4900/4910 practicum instructor sign the learning agreement.
4. Copies of the learning agreement are distributed to the student and field instructor. The original remains in
the student practicum file.
5. The BSW student will coordinate with their field instructor and practicum instructor a mid-term and final site
visits meeting.
6. Timesheets (signed by the student and field instructor) and a completed Student Evaluation of Field
Experience are submitted to the practicum instructor.
13Supervision
Individual practicum supervision will be provided for minimum of one hour per week to each student. Agencies
with two or more students may utilize group supervision to meet the supervisor requirements.
Student Evaluation
The purposes of both the midterm on site verbal evaluation and the final semester evaluation are as follows:
• To afford an opportunity for the student and field instructor to explore and assess the student’s
achievement of specific practice behaviors as articulated in the learning agreement.
• To afford the student and field instructor an opportunity to identify practice behaviors which should be
the focus for future learning.
• To provide a verbal and written assessment as part of the students record.
As with any performance evaluation, comments should be supported by reference to specific situations. Issues
presented in this conference should have been discussed during the student’s weekly supervision. There should
be no surprises. It is the field instructor’s responsibility to write and draft the final evaluation. The student will
be given some time to review the content. The evaluation conference then follows. Changes may be made in the
evaluation of the student if the field instructor agrees. Students will complete the evaluation in its final form
before it is returned to the Practicum Instructor. Both the student and the field instructor sign the evaluation.
Signing the evaluation indicates that the student has read the evaluation. If the student does not agree with
evaluation, in whole or in part the student may write comments explaining areas of disagreement.
At the beginning of each semester the field coordinator sends a packet of information to the field instructor
including the format for the on-site verbal assessment and the final evaluation form. These are also available in
the appendices section of this handbook.
Agency Field Instructor Grade
The field instructor will grade the student pass or fail for the practicum. In conjunction with the field practicum,
students will be taking the practicum seminar. The grade from the field instructor is added into the other grades
achieved in the practicum seminar, and the student receives a final letter grade, assigned by the practicum
instructor, for the combination of the seminar and the practicum.
The grade of Incomplete (“I”) may be given to students who have not completed the requisite hours in their
practicum in spite of making a good-faith effort and/or for reasons beyond their control; e.g., illness, family
emergency, or other reasons as approved by the seminar instructor in coordination with the field
coordinator. The student is expected to develop a written plan for completion of the requisite hours and a
timeline to accomplish the remaining hours. This is handled cooperatively in close consultation with the
student’s practicum instructor. By University policy, grades of Incomplete may be extended no more than six
months. Students who have not completed the requisite hours to convert an Incomplete to a grade will receive a
grade of failure (“F”) and will not be permitted to progress to the next practicum.
The student is expected to advise the practicum seminar instructor and Field Coordinator at the beginning of the
semester if their work schedule will interfere with their ability to complete the requisite 225 hours by the ending
date of the semester as articulated by the HPU calendar. Additionally the student must complete a “Request to
Extend Practicum Hours” (which can be found on the Social Work website under “Resources for Students”) and
submit this to both the practicum seminar instructor and Field Coordinator for approval.”
14Termination from Practicum At times termination from practicum occurs. The BSW Program makes every
effort to insure the success of students in the field and strongly encourages students to seek help from faculty
members, their advisor, seminar practicum instructor, field instructor and any other available support services
from the university. However, if none of these efforts prove successful termination may be initiated.
Following are the three circumstances that may lead to termination and the procedures regarding each:
Voluntary termination
A student may withdraw from the practicum for personal reasons such as illness, family emergency,
relocation or other reasons as approved by the field coordinator. Social work ethics require that the
process of termination be conducted in a way that clients who need services are not abandoned. In
accordance with these ethics, as much notice as possible should be given to the field instructor, clients
and the field coordinator. Students planning to voluntarily terminate the practicum must complete the
Terminate Practicum form. The student is not officially released from the practicum site until this is
done in writing by the field coordinator.
Dissatisfaction with practicum site
A student who questions whether the practicum site offers opportunities or a climate appropriate for
their learning should bring these concerns to the attention of the field instructor and practicum instructor.
All parties involved should make a good-faith effort to develop a remediation plan to improve the
situation. If this fails and the student still wishes to leave the agency a request to terminate practicum
form should be submitted to the practicum seminar instructor and field coordinator as soon as possible.
The policy of the social work program is the student should work out any unmet needs, concerns or
problems at the practicum site whenever possible as this will often build problem-solving skills. The
student remains responsible for any client assignments and may not terminate with practicum until given
permission in writing by the field coordinator.
Involuntary termination
The BSW practicum coordinator may remove a student from a practicum placement if, after adequate
corrective efforts, the student’s performance in the practicum demonstrates little likelihood of successful
completion. This may be a matter of lack of appropriate knowledge, skills, behavior and/or values
consistent with the social work profession e.g.:
• The student’s attitudes or values are incompatible with the practice of professional social work such
as a strong prejudice.
• The student’s conduct while in practicum endangers clients, the agency, university or other students
or themselves such as unsafe practice.
• The student commits a serious violation of the National Association of Social Workers Code of
Ethics (whether or not the student is an NASW member) or a violation of the HPU social work
performance standards.
• The student is consistently unable to form productive relationships with clients, field instructor
and/or other students
15• The student’s personal problems (e.g. relationship, substance abuse, mental health issues) are so
serious or recent as to preclude effective work in the practicum.
Removal of a student from practicum follows the procedures for and is generally discussed in terms of
violations of performance standards in the BSW Social Work Handbook.
PROCEDURES FOR FIELD PRACTICUM
Criteria for selection of students
In order to begin field practicum, students are required to meet the following criteria;
1. Students must be in good academic standing. Faculty and faculty advisors review students for good
academic standing and or professional standards prior to the beginning of field practicum. (Check
Student Handbook for grade policy).
2. Students must demonstrate behaviors that are consistent with the profession’s values. Faculty review
students for professional conduct prior to the beginning of field practicum. Students who are in the
process of a remedial plan or action may be prohibited from beginning field practicum.
3. Student must complete the Practicum Information Form (see Student Resources on the BSW program
website) and submit their resume to the Field Coordinator by the deadline prior to initiating the field
practicum process.
4. It should be noted that additional requirements may be specified by agencies, such as, but not limited to,
specific criminal background checks, testing, training and documentation.
5. The Practicum Coordinator matches student with practicum agency and notifies student via students’
hpu.edu email.
6. Student contacts approved agencies, interviews and secures practicum. At the initial meeting, both the
student and the field instructor explore the possibility/desirability of participation in the practicum at the
agency. Either the student or agency can decide against the placement, however student will be limited to
two placement refusals only.
7. Student notifies field coordinator of results of interviews and placement preferences. At the same time the
potential field instructor at the agency will be notifying the field coordinator whether they believe the
student and agency are a good match. If agreement is reached, the field coordinator will notify the student
of the match. If not, the field coordinator will process with the student the interview in order to better
understand needs for another interview. Again, students may be limited to refuse more than two
practicum opportunities.
16Hourly Field Practicum Requirements
The field practicum is designed to give students the fullest possible understanding of the agency experience and
the opportunity to apply the general knowledge of theories and principles presented in the classroom and
dealing with problems in the field. The field experience allows students to try on and develop the role of
professional social worker. In order accomplish these goals, the number of required sequence field practicum
hours established will be 225 hours for both 4900 and 4910.
Students are not required to be in the field practicum during breaks or identified vacation or holidays, but they
may request to put in hours during those days or weeks in order to meet the requisite hours for each semester.
Exceptions to practicum scheduling and hour requirements can be made only with the written permission by the
Field Coordinator in consultation with the field instructor at the agency.
The following section explains how the field practicum processes are designed and criteria used to select
agencies and field instructors:
Criteria for Selection of Agencies
The selection of agencies that are appropriate for practicum is of vital importance to the program. Therefore, the
following procedures have been developed to ensure a quality educational experience:
1. Practicum settings are selected to provide students the opportunity to practice from the base of
advanced generalist perspective consistent with content from the practice sequence.
2. Field instructors must be familiar with the mission, goals, competencies and practice behaviors of the
HPU Social Work Program.
3. Agency’s practices must be consistent with the social work values and ethics concerning professional
social work practice as articulated the National Association of Social Workers Code of Ethics (see
appendix F).
4. All involved must view the field practicum as an individualized integrative learning experience.
Practice opportunities need to be provided by the agency to the student consistent with the learning
needs of the student, as identified by the field instructor and student.
5. Field practicum performance must be evaluated on the basis of criteria consistent with the generalist
perspective definition of practice and program competencies, as conceptualized by the program. This is
found in the semester-ending assessment to be completed by both the student and the field instructor. A
student should not be evaluated solely on the ability to deliver particular agency services.
6. The availability and activity level of the agency must ensure sufficient quality opportunities to allow
for the required number of hours of practicum experience.
7. The agency must ensure the provision of field instructors in terms of availability to work consistently
with the student for integration of educational objectives. This is not an agency supervision function,
but rather a teaching and mentoring function. The agency should allow field instructors time to attend
the orientation, training seminars, and conferences with students and seminar practicum instructors.
8. The policy-setting body, administration, and staff of the agency should have respect for and support
professional education. This would be demonstrated by the provision of: field instructors, authorized
activities for students, adequate workspace, telephones, computers, supplies and an orientation process.
9. The agency must be willing to participate in a mutual evaluation process involving agency, student and
program to monitor the quality and effectiveness of the experience for the student as well as the
compatibility of the experience with program objectives.
10. The student can initiate selection of an agency as a potential agency for practicum but the BSW Field
Coordinator must approve it.
1711. The Field Coordinator will meet with the agency representative and/or the field instructor to determine
the appropriateness and compatibility of the agency as a practicum site. It is the responsibility of the
Field Coordinator to approve or not approve an agency for a practicum opportunity.
12. Once an agency is approved, it will be asked to sign a formal Memorandum of Understanding (MOU).
These MOUs are maintained by the School of Social Work administrative assistant.
13. The agency has the prerogative to discontinue its participation for an interim period or completely. It
also has the right to choose those students whose learning needs can be met with agency resources
available. The agency can refuse to accept the student for practicum.
Criteria for Selection of Field Instructors
The availability of qualified field instructors is an essential component to practice integration. Field instructors’
approaches must be congruent with the advanced generalist mission of the program and they must support and
understand the concept of practice integration.
1. The field instructor must have time available separate from normal job functions that allows for access
to the student to focus on learning objectives for the practicum. It is expected that instructor may adjust
time availability to the individualized learning needs of the student within reason, but should be
available to the student for supervision at a prescribed time each week.
2. Assessment of the field instructor’s qualifications takes into account professional education and
experience. The Council of Social Work Education specifies the credentials and practice experience of
its field instructors necessary to design field learning opportunities for students to demonstrate program
competencies: Field instructors for Bachelors students must hold a Bachelor’s or Masters degree in
social work from a CSWE accredited program. For cases in which a field instructor does not hold a
CSWE accredited social work degree, the program assumes responsibility for reinforcing a social work
perspective and describes how this is to be accomplished. The field instructor should have a commitment
to the values of social work profession, competence and practice, interest and competence in teaching,
and a willingness to participate in training seminars given by the program.
3. The field instructor must have the recognition and the support of the agency and the program as the field
instructor, to assure the clarity of role and function in relation to the student’s learning.
4. The field instructor must complete an end of the semester written assessment of the student and involve
the student directly in the evaluation process.
5. The field instructor is required to attend training seminars given by the program to ensure his or her
familiarity with the generalist model of practice, the program mission, curriculum and educational
competencies for the students.
6. Field instructors will complete the Field Instructor Application, attaching their resumes. This will be
forwarded to the Field Coordinator for review and approval, to ensure each field instructor’s
qualifications are appropriate.
Use of Practicum at Student’s Place of Employment
Students who wish to develop a practicum at their place of employment must also follow the regular procedure
for securing a field practicum. However, before the student meets with the Field Coordinator, the student should
have a preliminary discussion with their employer, including their immediate supervisor and appropriate
administrators, in order to gauge the employer’s willingness to work with the HPU BSW program and the
18student to create an employee practicum opportunity. Proposals for practicum in a student’s place of
employment will be considered when specific educational opportunities are present.
If the student wishes to request a practicum in an agency in which she/he is or will be simultaneously employed,
the following minimal conditions must be met:
1. The agency employs full-time BSW/MSW social work staff.
2. An individual with a BSW/MSW must be available as the field instructor.
3. The field instructor may not have supervised the student in the past.
4. Proposed field practicum assignment must differ significantly from previous employment or field
practicum experience in the agency.
5. Proposed field practicum assignments must meet curriculum requirements.
6. Students must be able to devote the required hours a week to practicum, in addition to their employment
hours.
7. Agency administrators must commit to relieve the employed student of their normal duties to fulfill the
required hours per week, so the student can complete their field practicum.
A proposal for an employed practicum is initiated by completion of the BSW Employment Based Practicum
Proposal and Agreement form, after consultation with the Field Coordinator (see appendix B for form).
Problem Resolution Process
Field instructors and students may find at times that they are unable to satisfactorily resolve concerns. The first
step is to contact and meet with the seminar practicum instructor. If the concern is still not able to be resolved or
if the concern involves the seminar practicum instructor, the student and/or the field instructor may bring the
concern to the Field Coordinator. If the concern is not resolved, the next step is for the student, field instructor
or field coordinator is to contact the BSW Program Director.
Method of Evaluation
A midterm on site evaluation discussion between the student, field instructor and seminar practicum instructor
is to occur halfway through the semester, with prompt notification to the student and the student’s advisor if the
student is at risk of failure. A final written assessment at the end of the semester is required. The student will
receive a grade of “Pass” or “Fail” as assigned by the field instructor, based on their assessment and the
evaluative conference with the student.
Minimum behaviors that contribute toward a grade of “Pass” are the following:
Students are expected to treat the faculty, other students, field instructor, agency colleagues and themselves with
respect at all times. Respect for these parties in this context is demonstrated by the following:
• Student accomplishes learning objectives.
• Student receives satisfactory evaluation from field instructor.
• Student consistently applied social work knowledge base to their field experience.
• Student practices in conformance with the NASW Code of Ethics
19(http://www.socialworkers.org/pubs/code/code.asp).
• Student maintains professional relationships with clients, supervisors and field instructor.
• Student is at practicum site during working hours without unjustified tardiness or absences.
• Student uses agency time and resources appropriately.
• Student engages in culturally appropriate practice.
• Student demonstrates the use of critical thinking skills.
• Student demonstrates effective verbal and written communication skills.
• Student attends all practicum seminar sessions.
• Student accomplishes practicum seminar learning objectives.
Behaviors that contribute toward a grade of “Fail”
• Student does not accomplish these despite support from the field instructor and seminar practicum
instructor.
Should concerns emerge in the field practicum, the practicum seminar instructor is available to assist toward a
resolution of the concerns. Should further intervention be necessary, the BSW Field Coordinator will be
consulted. In instances where there is serious concern about a student’s “fit” with professional social work, or
with the student’s performance in their field practicum, the student may be required to extend their field
practicum, or to complete another field practicum in another agency setting. Extensions of the field practicum
are not guaranteed as options for any student.
While reasonable efforts will be made to obtain a field practicum for each student, the HPU School of Social
Work cannot guarantee a practicum site if the student doesn’t meet deadlines.
Learning Resources
The major resources in the field practicum are the student’s practicum experiences, the BSW field instructor,
and the seminar practicum instructor and student colleagues. The seminar practicum instructor will meet with
the student and field instructor at the practicum site at least once a semester and will be available more as
needed. Students and field instructor are encouraged to utilize the bibliographic materials attached to the
syllabus for the seminar classes and any other readings suggested by participants in this field practicum.
20FIELD PRACTICUM ROLES
Responsibilities of Field Director
The Field Director is a member of the HPU School of Social Work faculty and is primarily responsible for the
overall organization of the School’s field practicum program.
1. Maintain compliance with CSWE standards and quality of practicum experience.
2. Screen, review and approve agencies for practicum according to established standards and criteria for
agency selection.
• Receive and process agency requests for student practicum.
• Explore new agencies to identify and develop new practicum experiences.
• Develop and maintain professional working relationships with agencies.
• Screen, review and approve the field instructors designated by approved agencies.
3. Mediate the student selection of an agency for practicum.
• Mediate the choice of the student by considering interests and assessing needs of the student and
the resources of the available agencies.
• Direct student to agencies for interviews; if a choice is not approved, direct student to other
agencies within program guidelines.
• Act as mediator to resolve any initial concerns or questions between the agency and student.
• Confirm final arrangements between the student and the agency.
• Ensure completion of MOUs.
4. Administrative responsibility for structuring and organizing meetings and seminars for the training of
field instructors.
5. Coordination of all field responsibilities, policies and procedures for the HPU School of Social Work.
Responsibilities of the Student Success in the field is most dependent on the student!
1. Participate responsibly in the selection of the field practicum site.
• Complete all required forms for field practicum selection, including any documentation for
clearances.
• Meet with field coordinator to discuss learning needs and choice of practicum site.
• Make appointment with approved agencies and attend interviews to determine feasibility to
clarify working agreements, and report back after interviews.
• If employed in agency, follow procedures to request practicum at the employing agency.
• Attend all orientation and preparation sessions at practicum agency.
• Complete learning agreement in collaboration with the field instructor and in consultation with
the seminar instructor.
2. Fulfill time requirements for the practicum.
• The specific days and hours will be determined by the agency service structure and agreed upon
by the program, agency and the student.
• The student will follow the agency calendar and is entitled to agency holidays. Any time lost due
to illness or for other reasons must be made up. If required hours are not achieved during any
20week, a plan for compensatory time should be arranged. The student is required to negotiate with
the agency whether and when academic vacation time will be taken.
3. Comply with agency standards and requirements.
• Identify and conform with agency dress code.
• Fulfill all commitments made and complete all assigned tasks.
• Keep the agency informed of relevant events and transactions.
• Show due respect for agency property, agency rules and regulations, agency staff and agency
clients.
4. Actively engage in field practicum experience to advance own learning.
• Use the experience consciously to develop knowledge values and skills.
• Make appropriate use of supervision and structure conferences.
• Be responsible for developing initiative, independence and responsibility.
• Develop openness and sharing of feelings, opinions and ideas.
• Develop critical professional self-assessment and system assessment.
• Develop a strong commitment to the quality of client service delivery
• Apply professional values and ethics as the code of conduct.
• Develop abilities for practice integration.
• Attend all practicum seminars.
• Participate fully in midterm on site evaluation conference with field instructor and practicum
seminar instructor
• Complete end of the semester assessment and participate fully in evaluation conference with
field instructor
Responsibilities of the Field Instructor The field instructor is the social worker who has been approved by the
HPU School of Social Work to provide supervision to the student in their field practicum. This person has
agreed to the time and training commitment.
In many instances, the most important learning tool available to the practicum student is the practicum field
instructor. The field instructor fills multiple roles; he or she is a “teacher in the field,” a superior, a mentor and a
professional role model. Students are to be provided with opportunities to engage with individuals, groups,
families, organizations and communities. Every agency practices at different levels and may concentrate on
one area more than another such as the macro level versus the micro level. In those agencies where not all levels
of intervention are readily available, the student will still be given an opportunity to engage at each level. For
example at an agency that practices primarily micro level social work, each individual client’s circumstances
can nonetheless be assessed and understood within the larger context of various other system levels
interventions.
The following are the minimum tasks expected from the field instructors who have been approved by the HPU
School of Social Work and who have agreed to supervise a field practicum student placed in their agency:
1. Administrative tasks
• Interview each student and reach an agreement with the BSW field coordinator regarding
acceptance.
• Attend the field instructors training and any other ongoing professional development sessions.
• Provide adequate space and physical facilities for the student.
• Develop a plan for student learning including:
o Structure work load of reasonable volume and complexity with a focus on individual learning
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